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Purpose: To examine the test–retest reliability of countermovement jump (CMJ) and isometric strength testing measures in elite-level under-18 and under-23 academy football players. Methods: A total of 36 players performed 3 maximal CMJs and isometric abductor (IABS), adductor (IADS), and posterior chain (IPCS) strength tests on 2 separate test days using dual force plates (CMJ and IPCS) and a portable strength testing device (IABS and IADS). Relative (intraclass correlation coefficient) and absolute (coefficient of variation, standard error of the measurement, and minimal detectable change [MDC%]) reliabilities for 34 CMJ, 10 IABS, 10 IADS, and 11 IPCS measures were analyzed using between-sessions best, mean, and within-session methods. Results: For all methods, relative reliability was good to excellent for all CMJ and all IADS measures and poor to good for all IABS and IPCS measures. Absolute reliability was good (ie, coefficient of variation < 10%) for 27 (best) and 28 (mean) CMJ variables and for 6 (IABS and IADS) and 2 (IPCS) isometric measures. Commonly used CMJ measures (jump height, eccentric duration, and flight-time:contraction-time ratio) had good to excellent relative reliability and an MDC% range of 14.6% to 23.7%. Likewise, commonly used isometric peak force measures for IABS, IADS, and IPCS had good to excellent relative reliability and an MDC% range of 22.2% to 26.4%. Conclusions: Commonly used CMJ and isometric strength measures had good test–retest reliability but might be limited by their MDC%. Rate-of-force-development measures (for all isometric tests) and impulse measures (IPCS) are limited by poor relative and absolute reliability and high MDC%. MDC% statistics should be considered in the context of typical responsiveness.

Purpose: To investigate race-management strategies over a longitudinal case study of one of the world’s best female swimmers of the 200-m freestyle to understand if only 1 race-management strategy allowed her to succeed or whether several profiles have been used over the 8 years of analysis. Methods: Different race-management strategies within and between 50-m laps emerged from cluster analysis. To better explain race management, additional characteristics described the level of adversity, the level of competition, the performance outcome, and the type of race. Results: Two strategies of race management between laps have been used, and both allowed her to succeed in her career. The first was characterized by a fast start and a greater decrease of the speed between laps, whereas the second exhibited a more stable speed management. When those strategies were examined in relation to the level of competition and the level of adversity, it appeared that the first strategy was used more in international competitions and associated with higher time intervals between the studied swimmer and the direct rivals, while the second one was used more in national competitions and associated with lower time intervals. Conclusions: Findings suggested that this top elite swimmer did not adhere to a single “ideal” race-management strategy. Instead, she demonstrated flexibility and the ability to adapt her race management to contextual factors throughout her career, effectively controlling adversity. This highlights the importance of including adversity analysis in race-management studies.

School physical education (PE) is influenced by different discourses that play a crucial role not only in the (re)production of PE practices but also in shaping teacher subjectivities. This paper aims to explore how a PE teacher responds to, lives, and negotiates his embodied professional subjectivity over time. To achieve this, we employ an autobiographical approach to delve into the first author’s life story of becoming and being a PE teacher over time, grappling with the unease generated by the knowledge that his body may have an “expiry date.” Through narrative analysis, we discuss and reflect on the complex experience of teaching a physical and corporeal subject such as PE, focusing on four themes: (1)reflecting his life as a PE teacher“the young, healthy and athletic body,” (2) “the uncertain body,” (3) “the precarious body,” and (4) “the shut-up and just-do-it body.”

Purpose: This study examined how physical education majors used computational thinking (CT) skills in a movement concept course. Method: Twenty-two physical education majors were tasked to create two gymnastics routines (i.e., algorithm design), analyze their routines (i.e., decomposition and abstraction), create and follow a personalized fitness plan (i.e., abstract), revise the routines (i.e., debugging), and perform the routines at the end of the semester. Data were analyzed as a single case study with embedded units using structural coding. Results: The participants demonstrated strengths with debugging and algorithm design; however, they struggled with decomposition and abstraction, which was congruent with previous research regarding these two concepts as the most difficult and important CT skills to master. Discussion/Conclusions: The findings underscore the value of CT skills in a non-STEM (i.e., science, technology, engineering, and mathematics) course, expending the instructional appropriateness to expose CT to undergraduate students with little to no interest or previous experience in STEM.

Purpose: This investigation sought to determine industry perceptions of postgraduate strength and conditioning (S&C) degrees to understand whether graduates are equipped for the demands of sport performance service roles. Methods: Survey data were collected from 111 participants employed as performance staff or in a role that recruits and supervises performance staff. The survey consisted of 3 main sections: (1) perceptions of career-development opportunities in S&C, (2) perception of S&C postgraduate programs, and (3) perceptions of employability in S&C. Exploratory factor analysis was conducted to identify the key factors considered to be of greatest relevance to career progression in S&C. Results: A 2-factor solution was achieved for each of the 3 sections, resulting in 6 total factors. These factors are Academic and Professional Development, Mentorship and Sport Diversity, Student Preparation, Require Greater Emphasis, Testing and Training, and Personal and Professional Growth. Conclusions: Postgraduate S&C programs require a broad range of placement/internship opportunities to (1) provide diverse experiences, (2) allow students to build contacts and develop professional networks, (3) gain exposure to working in high-performance environments and multidisciplinary teams, and (4) access high-quality mentors. Alongside the ability to deliver training and testing, graduates should be equipped with strong organizational and relationship-building skills. Improved graduate capabilities can raise the standards of the profession and result in enhanced service provision to athletes.

Purpose: The first heart-rate (HR) -variability (HRV) -derived threshold based on detrended fluctuation analysis alpha 1 (DFA a1) has shown inconsistent agreement with the gas-exchange threshold (GET). This study examined whether a custom method of computing the first HRV threshold (HRVT₁) based on individual HRV characteristics would improve agreement. Methods: Fourteen participants underwent ramp incremental testing measuring gas-exchange variables and RR intervals. Comparisons were made between the oxygen consumption ${\displaystyle {(\dot{\mathrm{V}}\mathrm{O}}_2)/\mathrm{HR}}$ at the GET versus the ${\dot{\mathrm{V}}\mathrm{O}}_2/\mathrm{HR}$ at the standard DFA a1 = 0.75 (HRVT_1s) or a custom value (HRVT_1c) based on the DFA a1 midway between the maximum seen during the early ramp incremental and 0.5. Results: Mean values for GET ${\dot{\mathrm{V}}\mathrm{O}}_2$ versus HRVT_1s ${\dot{\mathrm{V}}\mathrm{O}}_2$ and GET_HR versus HRVT_1sHR were statistically different (25.4 [3.3] vs 29.8 [6.8] mL·kg⁻¹·min⁻¹, P = .01, d = 0.80; 131 [11] vs 146 [22] beats·min⁻¹, P = .005, d = 0.91). There were no statistical differences when using the HRVT_1c (25.4 [3.3] vs 25.1 [5.7] mL·kg⁻¹·min⁻¹, P = .77, d = 0.08; 131 [11] vs 132 [17] beats·min⁻¹, P = .65, d = 0.12). Equivalence between GET and HRVT_1c ${\dot{\mathrm{V}}\mathrm{O}}_2/\mathrm{HR}$ was also verified. Mean maximal DFA a1 during the early ramp incremental was 1.52 (0.22) with mean HRVT_1c of 1.01 (0.11). Pearson r correlation coefficients were between .67 and .70 for all GET to HRVT₁ comparisons. The second HRV threshold and respiratory compensation point parameters showed agreement and correlations in line with prior studies. Conclusions: The HRVT_1c showed stronger agreement to GET parameters than seen using the HRVT_1s. It is recommended that evaluations of the HRVT₁ consider this approach in determining the HR and ${\dot{\mathrm{V}}\mathrm{O}}_2$ at this threshold.

Purpose: To analyze the evolution of the world ranking in swimming over the last 10 years, with particular attention to the effects of COVID-19 on the different levels of participating athletes. Methods: The top 200 world-ranked entries in all swimming events (50-m pool) were collected from 2013 to 2022. A mathematical model (Gaussian model) was proposed to evaluate the ranking progression for different performance levels (clusters) according to distance, stroke, and gender. The model was applied both with and without the COVID season data. Results: Overall results indicated a general progression in world rankings over the last 10 years, except for the COVID season and the post-Olympic year(s), with peak results in the 2021 postpandemic (Olympic) year. The gender gap in World Aquatics points scoring has shown an increasing gap in favor of males since 2017, reaching 1.5% in 2022. The top 200 positions of world rankings were grouped into 3 different clusters defined by the 23.3%, 66.5%, and 100% of ranked male swimmers (or 31.5%, 72.5%, and 100% for females) and with average World Aquatics scores of 910 (12), 858 (10) and 816 (11) points (907 [13], 847 [11], and 802 [12] for females). The Gaussian model showed a gap averaging ∼21 to ∼36 points between performance curves with or without COVID season data, with larger gaps for female rankings and cluster-3 swimmers. Conclusions: These results suggest that, given the lower relative performance of female swimmers in the different clusters of world rankings, female events may provide an opportunity to enter international-level swimming.